Giáo án Tiếng anh lớp 3 - Chương trình cả năm - Trường Tiểu học Ngô Gia Tự

 Week 1: (16/08 - 22/08) 
SEMESTER 1 – Starter Unit – Lesson 1 - Period 1
Lesson 1 Objectives: - Giving and responding to greetings and introductions, Speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Class Book characters
Greetings
ADDITIONAL VOCABULARY
Everyone, come, fun, class, cousin,, who, this, sorry, come on
SENTENCE PATTERN
What’s your name?
Who’s this?
Resources: 
CLASS BOOK p.4
WORKBOOK p.4
Teaching Aids:
- CD tracks 1-3
- Story Poster Starter Unit
- Hello flashcards 1-4
Introduction
a Say Hello to all the children and elicit Hello in response. Ask every child to say Hello to the other children. Say My name’sAsk a child, What’s your name? Encourage children to ask each other’s names and respond in pairs.
a Show the flashcards and say the names of the characters for children to repeat. Divide the class into two. When you show a flashcard, half of the class says, What’s your name? The other half responds with My name’s Billy, etc
Development
a Recording 1: Say Open your books, and mime the action. Children point to the characters and say the names. Play the first part of the recording and model pointing to the pictures as you listen. Children then do the same. Play again and give the flashcards to four children. Get them to stand up when they hear their character’s name.
aRecording 2: Children listen and chant along – then do again without recording. Divide the class into four, give each group a character’s name and ask them to stand up when they hear their name.
aRecording 3: Use the Starter Poster and point to the characters and ask, Who’s this? Play the recording and point to the pictures. Play it again and ask children to point to the pictures. Children follow the words as they listen in their Class Books.
Consolidation
a Trace and Circle: Do exercise 1 in the Workbook.
a Personalization: Ask individual children What’s your name? Students do Exercise 2. They then show the pictures to each other and practice the target vocabulary, pointing to the pictures and asking, What’s your name?
Week 1: (16/08 - 22/08) 
SEMESTER 1 – Starter Unit – Lesson 2 - Period 2
Lesson 2 Objectives: - Giving and responding to greetings and introductions, Speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Greetings
ADDITIONAL VOCABULARY
That’s my name.
SENTENCE PATTERN
What’s your name?
My name’s
How are you?
I’m fine, thank you
Resources: 
CLASS BOOK p.5
WORKBOOK p.5
Teaching Aids:
- CD tracks 3-4
- Story Poster Starter Unit
- Hello flashcards 1-4
Introduction
a Begin the class by saying Hello to the children and encouraging them to greet each other in the same way. Show the flashcards again and elicit the names of the characters.
aShow the story poster again and ask the children to repeat the story. Play recording 3 again and children can say it along with the audio. Decide on actions for the story and get the students to do the actions as they say the story.
Development
aAsk and answer: Say Open your books, and show children opening the Class Book to page 5. Say Look at the pictures, indicating the pictures of the boys. Read and model the dialogue, pausing for children to repeat. Read the dialogue with one of the stronger students, and then put students in pairs to practice it themselves.
aRecording 4: Ask children to look at the pictures in Exercise 3 and ask what they can see. Elicit any words they think will appear in the song. Play the song and ask children to listen. Play again and ask children to sing along, saying their own name in the appropriate place and add actions. 
Consolidation
a Vocabulary practice: Ask students to open their Work Books to page 5. Ask students what is happening in the story. Do exercise 1. Put students in pairs to practice the story. Students then do Exercise 2.
aRole play: Ask students to work with a different partner. They practice the dialogue from Exercise 2 again, but this time substituting their own names. Then they shut their books and do it from memory. Have volunteers act out the dialogue in front of the class.
Week 1: (16/08 - 22/08) 
SEMESTER 1 – Starter Unit – Lesson 3 - Period 3
Lesson 3 Objectives: - Talking about ages, Speaking and listening skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Numbers 1-10
Days of the week
ADDITIONAL VOCABULARY
SENTENCE PATTERN
How old are you?
I’m..
Resources: 
CLASS BOOK p.6
Teaching Aids:
- CD tracks 5-7
- Numbers flashcards 5-14
- Extra Practical Classroom Activities: Days of the Week Pair Activity
Introduction
a Sing Hello, hello! From p.5 of the Class Book to revise the language.
aUse the number flashcards to elicit numbers 1-10. Give a flashcard to 10 different students in the class and get them to stand up when they hear their number.
Development
aRecording 5: Play the recording and ask students to point to the pictures as they hear the ages. Play the second part of the recording for children to repeat. Point to different people in the pictures and ask individual children to say the numbers.
aRecording 6: Look at the pictures again and point and say, Look, he’s six. Then point to the first boy and ask How old is he? Play recording, and do Exercise 2. Check answers as a class.
aRecording 7: Ask children to look at the calendar and play the recording. Children listen and point to the words in their books. Play again and children chant along.
Consolidation
a Pair activity: Give half the children worksheet A and half worksheet B. Tell children not to show their partner their worksheet. They sit back to back and read their words of the week to each other listen and write down the words their partner says. Make sure children help each other by spelling the words out correctly. Then they can check together.
Week 1: (16/08 - 22/08) 
SEMESTER 1 – Starter Unit – Lesson 3 - Period 4
Lesson 3 Objectives: - Talking about ages, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking - Writing
KEY VOCABULARY
Numbers 1-10
Days of the week
ADDITIONAL VOCABULARY
What number is this?
SENTENCE PATTERN
How old are you?
I’m..
Resources: 
WORKBOOK p.6
Teaching Aids:
- Numbers flashcards 5-14
- Extra Practical Classroom Activities: Numbers 1-10 Memory Cards
Introduction
a Look at the calendar again on p.6 of the Class Book and get students to read out the days of the week. 
aAsk the class what day it is today? Shut the books and ask children to say all the days of the week.
aShow numbers flashcards again and elicit the numbers 1-10. Show the flashcards out of order and ask students to say the numbers together.
Development
aExercise 1: Children put in the numbers and then point and say. They work in pairs to say What number is this? They then answer.
aExercise 2: Children write the numbers and then repeat activity above.
aExercise 3: Children do the exercise, filling in the gaps
aRole-play: In pairs children act out the dialogues. Some of the stronger students read out the dialogues in front of the class. Ask students to substitute their own ages and do the role-play again.
Consolidation
a Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (number and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.
Week 2: (23/08 - 29/08) 
SEMESTER 1 – Starter Unit – Lesson 4 - Period 5
Lesson 4 Objectives: - Identifying colours, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening - Speaking
KEY VOCABULARY
Colours
Days of the week
ADDITIONAL VOCABULARY
Sing
Rainbow
too
SENTENCE PATTERN
It’s (yellow).
Resources: 
CLASS BOOK p.7
Teaching Aids:
- Colours flashcards 15-21
- CD tracks 8-10
- Extra Practical Classroom Activities: Song worksheet
Introduction
a Play Word chain with class to revise the numbers one to ten. See T’s Book for details of how to play.
aUse colours flashcards to elicit colours and once the children have named the colour correctly put it on the board and write the word underneath. Take the flashcards off the board, shuffle them and ask some children to come to the front and put them above the correct word.
Development
aRecording 10: Children listen, point and repeat.
aRecording 11: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct colours, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio.
aExercise 4: Children do the exercise, matching the words to colours and then check with their partner.
Consolidation
aSong extension: Children close their books. Call seven children to the front of the class and give each of them a colour flashcard. The rest of the class help put the children in a line in the order the colours appear in the song. Ask children to open their Class Books to check the song and see if they were correct.
Week 2: (23/08 - 29/08) 
SEMESTER 1 – Starter Unit – Lesson 4 - Period 6
Lesson 4 Objectives: - Identifying colours, Listening, speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking - Writing
KEY VOCABULARY
Colours
Days of the week
ADDITIONAL VOCABULARY
Roll again
Miss a turn
Go back (2) spaces
Go forward (1) space
SENTENCE PATTERN
It’s (Sunday).
Resources: 
WORKBOOK p.7 & p.68
Picture Dictionary
Teaching Aids:
- Colours flashcards 15-21
- Extra Practical Classroom Activities: Colours board game (in colour or black & white)
- Colour pencils for each child
Introduction
a Show the colours flashcards and elicit the different names of the colours.
aRevise days of the week by putting children in groups of seven and asking them to say the words of the week around their group in the correct order.
Development
aExercise 1: Children write the correct capital letter at the start of the days of the week.
aExercise 2: Children read and colour the rainbow. Ask the class to sing the Sing a Rainbow song again together pointing to the correct words and colour in the picture as they do so.
aPoint and say: Sing the song again and ask children to point to objects in the room that are that colour. Then follow up by showing the colours flashcards and asking children to call out other things in the room which are the same colour.
Consolidation
aPicture dictionary: Ask children to open their Workbooks to p.108 and do the Read and Colour activity in the Starter Hello! box.
aColours board game: Either use the colour version or the black & white one (with the black & white version, ask children to work in a group to colour the shapes as they like). Put children in groups of four and give each group a board game. They play the game moving around the board, and saying the colour as they land on that square.
Week 2: (23/08 - 29/08) 
SEMESTER 1 – Unit 1 – Lesson 1 - Period 7
Lesson 1 – Words Objectives: - Identifying objects, Speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
School things – rubber, pen, pencil, ruler, book
ADDITIONAL VOCABULARY
train, OK, look at
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources: 
CLASS BOOK p.8
Pen
Rubber
Pencil 
Ruler 
Book
Teaching Aids:
- CD tracks 10-12
- Story Poster 1
- School things flashcards 22-26
-PMB Activity 1A - Bingo
Introduction
aRevise the colours by singing Sing a Rainbow from Class Book p.7
Use real objects to present the vocabulary. Hold up each object (ruler, pen, rubber, pencil, and book) in turn and say the words for children to repeat.
aCheck the vocabulary again by holding up the flashcards 22-26 and hold them up one at a time ask Is it a pen/book/rubber? The students answer Yes or No.
aShow two cards to the class and then put them face down on your table. Point to each card and ask, is it a? Repeat with other pairs of cards. 
 Development
aRecording 10: Play the first part of the recording while children listen and point to the school things. Play the recording again, all the way through and ask children to listen, point and then repeat the words together. Then hold up the flashcards and ask individual children to repeat the words. 
aRecording 11: Ask children to listen to the chant once. Then play it a second time for children to say the words. If children have all of the objects, ask them to put them on the desk and pick them up when they chant each word. 
aRead and listen: Use the Poster Story 1 to present the story. Point to the characters and ask Who’s this? Point to the different school things and ask, What’s this? Play the recording and point to the pictures. 
Consolidation
aBingo: Ask children to cut out the cards. You will also need a set. Children choose four cards from their set and put them face up on the desk in front of them. Pick up one of your own cards at random, and say, e.g. It’s a pen. Any child with that card turns it face down. Repeat, until a child has turned over all his/her cards. He/She shouts Bingo! and is the winner.
Week 2: (23/08 - 29/08) 
SEMESTER 1 – Unit 1 – Lesson 1 - Period 8
Lesson 1 – Words Objectives: - Identifying objects, Speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
School things – rubber, pen, pencil, ruler, book
ADDITIONAL VOCABULARY
Look at
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources: 
WORKBOOK p.8
Pen
Rubber
Pencil 
Ruler 
Book
Teaching Aids:
- School things flashcards 22-26
Introduction
aRevise the vocabulary by showing the objects and asking children what they are.
a Play the game ‘Jump.’ Ask students to stand up. Show them one flashcard at a time. Say a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the children jump. If the word is different, they don’t move.
Development
a Vocabulary check: Display the flashcards around the room. Say the chant from Class Book page 8 again and get children to point to the correct word as they do it. Do exercise 1 on p.8 of the Workbook. 
aSpelling: Put the flashcards up on the board. Elicit the spelling and write it on the board under the picture. Cover the words. Then ask children to open their Workbooks once again and do exercise 2. Show the spelling again and ask children to check. Read out the spelling together as a class.
aPronunciation: Use the flashcards again to elicit the sounds. Focus on /r/ - ruler, rubber and /p/ - pen, pencil. 
 Consolidation
a Game: Choose 5 children to come to the front. Put the flashcards on the floor, face up, in a row. Each child stands opposite another child with the flashcard in the middle. One row points to the flashcard in front of them and says What’s this? The other child replies, It’s a rubber/ruler/pen etc.. and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat. Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a . 
Week 3: (30/08 - 07/09) 
SEMESTER 1 – Unit 1 – Lesson 2 - Period 9
Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
School things – rubber, pen, pencil, ruler, book
ADDITIONAL VOCABULARY
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources
Class Book p.9 & p.74 (Grammar Reference)
Teaching Aids:
- School things flashcards 22-26
- CD Track 12
- Story Poster 1
Introduction
aDo exercise 1. Children listen again to the story and follow Story Poster 1.
a Play Board slap with the children. Put the school things flashcards on the whiteboard and bring up two teams of 4 children to the front. Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first child to touch for their team wins a point.
 Development
a Exercise 2: Look at exercise 2 and hold up different flashcards asking students What’s this? They reply It’s a (rubber). 
aWriting: Put flashcards on the board again and write a gapped sentence like the ones in the Class Book, for example. _____a pen; _____ a rubber. Elicit the target structure and get two children to come to the front to write the missing words.
aExercises 3 & 4: Children do the exercises (Exercise 4 in pairs).
aPronunciation: Focus on the contractions of What’s (What is) and It’s (It is) and have children practicing the words as a class, groups and pairs. Children can play the point and ask game again, but this time substituting real class objects.
Consolidation
a Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 1 Grammar activity to practice the target structure further.
aGame: Ask volunteers to come to the front of the class. Each child can choose a flashcard. They don’t show the class. Each child takes turns standing in front of the class. The child says What’s this? And the children in the class take turns guessing..It’s a rubber, It’s a ruler etcwhen they say the correct school object, the child shows the flashcard and it is the next child’s turn.
Week 3: (30/08 - 07/09) 
SEMESTER 1 – Unit 1 – Lesson 2 - Period 10
Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
School things – rubber, pen, pencil, ruler, book
ADDITIONAL VOCABULARY
What colour is it?
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources
WORKBOOK p.9
Teaching Aids:
- School things flashcards 22-26
- Colour pencils for each child or each group of children
Introduction
aPlay Snap with School things flashcards. Say one of the school objects, show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game.
Development
aAsk and answer: Ask children to colour the school objects in Exercise 1. Then in pairs, they ask What colour is it? And answer, It’s (green). Go around the room pointing to individual pictures and asking What colour is it? The children answer individually, and the rest of the class put up their hands if their object is the same colour.
aExercise 1: Children do the exercise, unscrambling and writing the words.
aExercise 2: Children do the exercise.
Consolidation
aExercise extension: Ask children to draw three pictures as in Exercise 2 in the Workbook. They can draw pictures and hide the school object in the pictures. They then give the pictures to their partner who colours in the object. The children then take turns asking each other What’s this? and answering.
aGame: Stick the flashcards on the wall around the classroom. The children ask together, What’s this? And you reply It’s a (pen). The children then run and touch the correct flashcard.
Week 3: (30/08 - 07/09) 
SEMESTER 1 – Unit 1 – Lesson 3 - Period 11
Lesson 3 – Song Objectives: - Responding to instructions, Listening a